School of Education and Allied Human Services

Hofstra University

School of Education and Allied Human Services

Department of Foundations, Leadership, and Policy Studies

Educational Administration 261

Building Learning Communities

Spring 2004

Mon./Wed.4:25-8:10p.m.

Monday: 224 H.B. Thompson Middle School

Wednesday: 278 Hagedorn Hall, Hofstra

Instructors: Dr. Karen Osterman/Dr. Carl Bonuso

Office Hours: By arrangement

Dr. Osterman Dr. Bonuso

Phone: 516-4635770 (o), 516-8832937 (h) 516-679-6300 (o); 631-751-6474 (h)

E-mail:

E-course info http://hofstra.blackboard.com

Course Description

The most effective schools are those that function as learning communities. These communities are motivated by a shared vision, direct their efforts toward improved student learning, and are characterized by open communication, critical assessment of performance, respect for individual autonomy, and a climate of care and support. In this course, students will develop an understanding of the importance of community and the role that educational leaders play in creating learning organizations. Special emphasis is given to the interpersonal and group communication skills that enhance leadership and help develop and maintain a culture of inquiry, collaboration, support, and continuous improvement. The course will also explore ways in which schools as organizational structures affect the engagement and performance of students and staff.

Expectations

Overall performance will be evaluated against the three major objectives of the program: 1) knowledge of the specific subject matter, 2) ability to demonstrate competence in the skills areas, and 3) the ability to apply knowledge and skills within the framework of school and district leadership.

Written and oral presentations will be evaluated on form and content. Presentations are expected to be thoughtful, clear, accurate, well organized, and presented in an appropriate format. Within the classroom, students are expected to demonstrate consideration toward others; to participate in class discussions by providing information and through active listening; and to work in a collaborative manner with others in the completion of assignments and activities.

Class attendance is important. If you must miss a class, you are urged to attend the other class scheduled the same week.

Texts and materials

The basic texts for the course will be the following:

Bolton, Robert. (1979). People Skills: How to Assert Yourself, listen to others, and resolve conflicts. New York: Simon & Schuster, Inc.

Doyle, M. & Straus, D. (1982). How to make meetings work. New York: Jove Books.

Fullan, M. & Hargreaves, Andy. (1996). What’s worth fighting for in your school. New York: Teachers College Press.

Hargreaves, A., Earl, L.,Ryan, J. Schooling for change: Reinventing education for early adolescents

(1996). Bristol, PA: Falmer Press, Taylor & Francis, Inc.

NAESP (2001). Essentials for principals: How to interview, hire, and retain high quality new teachers. (1-800-386-2377)

Stronge, J.H. (2002). Qualities of effective teachers. Alexandria, VA: ASCD.

Other readings and materials will be assigned throughout the course.

Supplementary Material:

Instruction in this course also draws on the following materials:

Leithwood, K., Aitken, R., & Jantzi, D. (2001). Making schools smarter: A system for monitoring school and district progress. Thousand Oaks, CA: Corwin Press.

Osterman, K.F. & Kottkamp, R.B. (2004) Reflective practice for educators: Professional development to improve student learning. Thousand Oaks, CA: Corwin Press.

Sparks, D. & Hirsh, S. A new vision of staff development (ASCD, 1997).

Stein, S.J. & Book, H.E. (2000). The EQ edge: Emotional intelligence and your success. MHS: Toronto, Canada.

ASSIGNMENTS

Members of the class will be responsible for the following written assignments. Details will be distributed in class and/or on the class web site. Due dates are listed on the syllabus.

1)  Workplace Conditions and Worker Experience

2)  Critical Incident: Using Communication Skills to Identify and Resolve Problems

3)  EQ Reflection

4)  Supervision Report: Teacher Observation and Post-Observation Conference

5)  Group Project Report: Teacher Selection Simulation.

6)  Professional Development Planning Activity

7)  Administrative Platform

SYLLABUS

Please note that the class has access to syllabus, all assignments, model papers, a discussion board, a chat room, and a means to communicate with instructor and other students on http://hofstra.blackboard.com. Any changes in assignments or scheduled activities will be posted there.

In the reading assignments, * indicates that the reference is available through e-reserve: (http://eres.hofstra.edu/. Note: password is required. The majority of these documents are also available as PDF documents on Blackboard.

Included in description of each class are discussion topics for the class, readings required for that class, assignments for the coming week and due dates for assignments.

CREATING MOTIVATIONAL WORKPLACES

Feb. 2/4 Introduction: Workplaces for People

Discussion: What conditions motivate people in the workplace? What are basic psychological needs? What are special needs of adolescents?

Presentation: A Social-Cognitive Theory of Motivation and Engagement

Reading: Hargreaves, et al. (1996), Chapters 1,2

Guest: Dr. Barbara Warren: Preparing for the Internship

Feb. 9/11Engaging Students: Organizing Schools: Culture and Structure

Discussion: How do the culture and structure of schools affect student learning?

Size, student and teacher groupings, resource distribution

What organizational strategies can school leaders use to encourage student engagement throughout the school?

Reading: Hargreaves, et al. (1996), Chapters 3,4,5.

*Stockard & Mayberry, Ch. 1, Groupings; Ch.3 Resources and Size

*Osterman, Schools as Communities

* Raywid & Oshiyama, Musings in the wake of Columbine: What can schools do? Phi Delta Kappan, February 2000, 444-449) (optional)

Guest: Monday: Nora Friedman, Principal, South Grove Elementary (early start?)

Wednesday: Joseph Rella, Principal, Comsewogue H.S.

Field Assignment: Understanding Students’ Experience

Feb. 16-18 No Classes: President’s Week

Feb. 23/25Engaging Students: Organizing Classrooms

Reading: Hargreaves, 6,7,8 & 9.

*Osterman & Kottkamp, Chapter 7

*Montalbano & Osterman, Using Action Research to Enhance Efficacy

Discussion: What dimensions of classroom practice facilitate student engagement?

What can teachers do to encourage student engagement in the classroom?

Presentation: Let Me Learn

Field Assignment: Understanding Adult Educators’ Experience

Mar. 1/3 Engaging Teachers

Reading: Hargreaves, Ch. 10

Fullan & Hargreaves, What’s Worth Fighting for in Your School, vii-62

Little, J.W. (1999) Organizing Schools for Teacher Learning, in Teaching as the Learning Profession. Ed. Darling-Hammond, L, & Sykes, G. San Francisco, CA: Jossey-Bass, Inc., 233-262

Discussion: What school/social conditions support/restrict teacher effectiveness?

What can school leaders do to support teacher engagement?

DEVELOPING COMMUNICATION SKILLS FOR A CARING ENVIRONMENT

Mar. 8/10 Basic Strategies for Effective Communication and Collaborative Problem-solving: Listening, & Positive Assertion

Presentation: Emotional Intelligence; Communication for Collaboration

Activities: Developing skills of Listening and Positive Assertion

Reading: Bolton, Parts One-Three

Goleman, D. (March-April 2000) Leadership that gets results. Harvard Business Review, 78-90

*Venditti: “Betty”, A profile of an assistant principal

Cue Lines for Advocacy and Inquiry, from Senge (2000), Schools That Learn, Doubleday: New York, 218-221.

Field Assignment: Using Door opener & Descriptive I-Message

EQ Self Assessment Activities: Emotional Self-Awareness, Assertiveness

Assessing your EQ: optional.

Mar 15/17 Conflict Resolution and group meeting skills

Reading: Bolton, Part Four

*Richard, Conflict with Mrs. Z.

Doyle Strauss, Ch. 18

Assignment: EQ Self Assessment Activities: Problem-Solving, Flexibility

Critical Incident

Assignment Due: Field Report on Workplace Conditions

FACILITATING TEACHER PROFESSIONALISM AND PERFORMANCE

Mar. 22/24 Personnel Management : An Overview

Teacher Selection

Reading: Stronge, Qualities of Effective Teachers

NAESP, Essential for Principals, pp. 1-33

Doyle Straus, Ch. 12, 14, 15, 16

Group Task: Establishing Criteria/ Reviewing Resumes

Mar 29/31 Teacher Selection: Preparing for the Interview

Reading: NAESP, Essential for Principals, pp. 34-62

Group Task: Developing Interview Protocol

Screening Resumes

Assignment Due: Critical Incident

April 5/7/12 No classes: Passover/Easter

April 14 Conducting the Interview and Making the Selection

Note: This class will be held at Hofstra.

Apr 19/21 Supportive Supervision: An Overview

Observation and Analysis: Gathering observational data

Reading: * Supervision that Improves Teaching, Fourteen Tools & Techniques for Observation, Sullivan, S. & Glanz, J. (2000). Thousand Oaks, CA: Corwin Press, 82-104.

*Another Set of Eyes, ASCD: Observation Charts

* Supervision in Practice Additional Observation Charts, Glanz, J. & Sullivan, S. (2000). Thousand Oaks, CA: Corwin Press, 154-164.

Field Assignment: Teacher Observation

Apr 26/28 Supportive Supervision: Feedback and Collaborative Reflection

Reading: *Osterman, Feedback in School Settings: No News is Bad News

*Another Set of Eyes, ASCD: Analysis of Observed Teaching,

*Jentz, Tom’s or Paul’s Cases

Assignment Due: Teacher Selection Report

May 3/5 Professional Development: Alternative approaches to professional development

Reading: How People Learn, Chapter 8: Teacher Learning, 190-205; Chapter 9, 226-230 (PDF file on Blackboard)

Fullan & Hargreaves, What’s Worth Fighting for in Your School: Review chapters 1-3, read Ch. 4

*Osterman & Kottkamp, in press, Bullying and Victimization in the Classroom

. *Bernhardt, Professional Development, Ch. 7 (optional)

Optional: Educational Leadership, March 2002, 59, 6, Redesigning Professional Development.

Discussion: Who needs to develop?

Who are staff developers?

What are Standards for Professional Development?

What does good staff development look like?

Assignment Due: Teacher Observation Report

May 10/12 A New Paradigm for Professional Development

Reading: *Elmore & Burney, Investing in Teacher Learning

*Bernhardt, Professional Development: Implementing the Vision, Ch. 7.

Guest: TBA

Assignments Due: Leadership Platform

EQ Reflection

May 17/19 Wrap Up

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